A. 


%^ 


i5^.  a'v]^  ^'    Ci 


IMAGE 
TEST  T/J 


'■';' 


I.C 


I.I 


1.25 


Science 
Corporal 


"""^.".''J'.mBfffii^Sgg ' 


BHB 


„^,  ^"■''"- *,.,ft»"^-*'->       ■-■*i>r''if'--.'(f,<wv-'* 


IMAGE  EVALUATION 
TEST  TARGET  (MT-3) 


1.0 


112.8 


13.2 


I.I 


1.25 


1.8 


1.4 


1.6 


Photographic 

Sciences 
Corporation 


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i 
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he  best 

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ns/ 
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1 

2 

3 

1 

2 

4 

5 

luced  thanks 


ice 


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St  quality 
d  legibility 
ith  the 


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filmage. 


s  are  filmed 
tding  on 
ted  impres- 
iate.  All 
fling  on  the 
impres- 
1  a  printed 


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d'impression  ou  d'illustration  et  en  terminant  par 
la  dernidre  page  qui  comporte  une  telle 
empreinte. 


ofiche 
g  "CON- 
"END"). 


Un  des  symboles  suivants  apparaitra  sur  la 
derni^re  image  de  cheque  microfiche,  selon  le 
cas:  le  symbols  -h^ signi'ie  "A  SUIVRE",  le 
symbols  V  signifie  "FIN". 


led  at 
irge  to  be 
filmed 
ir,  left  to 
les  as 
trate  the 


Les  cartes,  planches,  tableajx.  etc..  peuvent  dtre 
film^s  d  des  taux  de  r6duction  diffdrents. 
Lorsque  le  document  est  trop  grand  pour  dtre 
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et  de  haut  en  bas,  en  prenant  le  nombre 
d'Images  ndcessaire.  Les  diagrammes  suivants 
illustrent  la  mdthode. 


1 

2 

3 

4 

5 

6 

^    ^ 


h 
ft 


.-'if 


»■ 


W-     4 


W   '5 


Ik^        • 


Sir 


;^i 


HY^A  (A«  OompHnunU  of  the  Author. 


12- 


r 


UPON    A 


Method  of  Teaching  Language 


TO  A 


Very  Young  Congenitally  Deaf  Child. 


By  AueuiCDKR  Graham  Beli,  ,Ph.  D; 


■EietraUed,  l^  permigMtm,  from  tftc  Amfi-ioan  AnnaU  oftfte  J)eqf<md 
,  Dumb,  4pril,  imi,  vol.  aami,  j^.  \U~Wi. 


^  ..'^v6^' 


WASHINOTOS,    D.  0. 

GI»SON  BROTHEEH,  PRINTEES. 
1883. 


■\ 


i 


;^',c-4    n>- 


iPPP 


IttpnnM  frmii  thf  Amtrirnn  AnnaU  of  the    l>iaf  and  Ihimh  J'H- 

Ajtrii,  1HH3. 


'  ».■•  \-  ':". 


UPON      A 


METHOD  OF  TEACHING  LANGUAGE 


>     VERY  YOUNG  CONGENITVLLY  DEAF  CHILD. 


f  A  FEW  monthh  ago  Mr.  Denison,  Principal  of  the  Primary  Department 
of  the  Colninbia  Imtituiion  for  the  Deivf  ami  Dumb,  called  the  fttteutiou 
of  the  editor  of  the  An7iali)  to  a  new  member  of  hia  class  who  possessed  a 
remarkable  command  of  language.     His  attaiuments  in  other  resjpectH 
were  not  extraordinary  ;  but  he  used  the  English  language  with  a  freedom 
and  accuracy  quite  exoeptional  in  a  congenital  deaf-mute.    His  education 
was  begun  and  carried  on  for  three  years  by  Professor  Alexander  Graham 
Bell.     For  several  years  past  he  had  had  no  teacher.     Inquiry  of  Pro- 
fessoi'  Bell  us  to  tiie  method  by  which  results  so  unusual  bad  beea  attained 
led  to  the  preparation  of  this  paper.     We  are  sure  the  narrative  will  prove 
uo  less  interesting  to  our  readers  th»>»  it  was  to  Mr.  Denison  and  the 
editor,  and  we  trust  it  will  not  only  afford  encouragement  and  aid  to 
parents  in  beginning  the  education  of  deaf  children  at  home,  but  will  also 
have  a  stimulating  and  inspiring  effect  upon  every  teacher  who  reads  it. 
Much  of  the  method  described  is  no  less  applicable  to  a  class  of  pupils 
than  to  a  single  pupil ;  and  we  have  no  doubt  that  in  the  hands  of  capable 
and  devoted  teachers  it  would  go  far  toward  solving  the  great  problem  of 
the  mastery  of  the  English  lan^age  by  the  oougenitaUy  deaf.— Eu. 
Annam.] 
To  the  Editm-  of  the  American  Annab  of  tfie  Deaf  and  Dumb: 

Sib  :  You  have  been  kind  enough  to  express  the  opinion  that 
the  readers  of  the  Annals  would  be  interested  in  knowing  the 
method  I  adopted  in  educating  a  very  young  congenitaUy  deaf 
child,  who  became  my  pupil  in  1872,  and  who  has  since  acquired 


<U^' 


2 

a  vciiiiiciiliir  knnwUMl^'c  of  tlio  EhkHmIi  liinj,'mH?e  in  itH  Hpcikori 
ami  written  furniH. 

TliiH  boy  wftH  only  about  Kve  yoarH  old  when  Iuh  oducatioii 
waH  »H)iniiienc'e(l,  and  th«  rcHults  obtaiiuul  In  hiw  caHC!  timing 
lilt!  Hist  two  ywvi's  indicate  that  the  ctiucation  of  con{if«(nitally 
(leaf  childion  might  jnolitalDly  bo  connnoncod  at  hoin(»,  und 
that  thoy  might  ovon  ac(iniro  a  vMiiaculur  knowhitlgo  of 
EngliHh— at  hmi  in  itw  written   form— bei'oro  being  Kent  to 

H<^hool. 

The  vahie  of  early  home  training  in  language  (rannr)t  be 
overeHtimated.  Our  pupilH,  aw  a  rule,  do  not  enter  nchool 
until  after  the  ago  when  children  most  readily  aetiuire 
language.  If  they  could  c<jmmence  their  w^hool  courHe  witli 
even  an  imixirfect  and  rudimentary  knowledge  of  EngliHh,  the 
labor  of  the  teacher  would  be  enormouHly  reduced  and  the 
progress  of  the  pupil  innnensely  accelerated. 

In  the  autumn  of  187-2  I  became  interested  in  the  boy  whose 
education  forms  the  subject  of  this  paper,  and  the  following 
extratit  from  one  of  my  not<3-books  will  give  an  idea  of  the 
general  plan  which  guided  luy  first  steps : 
"  October  Ut,  1872. 

"Master  George  S. ,  aged  5  years,  became  my  pupil 

this  morning. 

"  He  was  born  totally  deaf,  and  has  never  spoken  a  word  in 
his  life.  He  has  never  been  to  school,  but  has  re^ieived  private 
instruction  for  three  weeks  from  Miss  Fuller,  princijml  of  the 
Boston  School  for  the  Deaf  and  Dumb. 

"  He  seems  a  fine,  bright,  intelligent  boy,  and  there  is  no 
apparent  defect  in  his  vocal  organs. 

"For  my  own  guidance,  and  for  the  information  of  friends, 
I  shall  briefiy  sketch  out  the  course  I  intend  to  jjursue  with 
him. 

"It  is  well  for  a  teacher  not  to  burden  himself  wth  too 
many  rules,  but  rather  to  grasp  general  principles,  and  to  leave 
the  details  of  instruction  to  be  worked  out  by  experience. 

"  I  propose  to  divide  his  education  into  two  great  branches — 
one  relating  to  articulation,  the  other  to  mental  development. 

"  The  method  of  teaching  ai'ticulation  has  been  explained  at 
length  in  the  American  Annals  of  the  Deaf  and  I>umb  for 
January,  1872. 

"  The  general  piinciple  is  this :   The  pronunciation  of  words 


'iiije^fii 


v:r.iAS; 


■  »ii> '•  -MpiiiMii.n  ^j'wJLi.i'Ui'L'''  M  ■■■    ■■■\iaf»;t.'r'y»»i(j*'t-''J'''t)^'W'j'Wl'>WH'< 


">S'<Zi 


it,H  Hpokltll 

«i(liic;it.i<)ii 
■•iiH«!  (lining 
|'<)n<.'((nitiilly 
liiinu*.  iind 
Idwhulyo  of 
fn{<  Htmt  to 

cuniiot  1)0 
nt((r  Hcliool 
ily  iUHjuire 
onrwj  vitli 
Knglisli,  tlut 
(!<1  und  the 

boy  whoHo 
«  following 
itleii  of  the 


10  my  pupil 

Bn  a  word  in 
iived  private 
icipal  of  the 

there  is  no 

1  of  friends, 
l)ur8ue  with 

3lf  with  too 
and  to  leave 
irieuce. 
t  branches — 
relopnient. 
explaiued  at 
I>unib  for 

on  of  worda 


8 

nntl  itent«itn'4<M  in  mU  In  hv  all»inpte,d  mild  tlw  roftd  tiri/itun  /iin'i 
/ifj'ti  mill  ilrilhil  (til  I li'ini'iitiu'K  noniidn  luid  I'jri'rriHV.n* 

"  While,  thin,  the  nioiitli  '\h  huing  brought  under  <'ontrol  by  li>e 
HHe  of  tnc  viHibUt  Hpftuh  Hynd)()lH,  the  mind  \h  to  1  o  educated 
by  ordinary  letters.     The  pupil  must  leain  to  read  and  write. 

"I  belii've  that  (leorge  T)iilgarn(>  (ill  his  work  entitled  •  I  )idaH 
calocopliUH,  oi'  the  J)eaf  and  Diiini)  Man's  Tutor,'  published 
in  l<»HO,t)  has  given  ,ik  th«!  true  principle  to  work  ujion  when 
he  ttHHerts  that  n  diof  }» rmin  Hhimid  hi;  tuiojht  to  read  and 
irriti!  Ill  lis  tieiirli/  as  /msslhli'  tin'  mitiii'  wiiif  Ihiit  j/oiniij  niii's 
iiri'  liiiii/Zil  lit  sjiiiik  mill  iinilirMmid  Ihiir  motliii  Iiuhjiii'. 

"\\e  should  talk  to  the  deaf  child  just  as  w(*  do  to  the  hear 
ing  one,  witli  the  exception  that  our  words  aie  to  Iks  addressed 
to  his  eye  instead  of  his  ear. 

"Indeed,  (ieoige  Dalganio  carri»)S  his  theory  so  far  as  to 
asseii  that  the  deaf  infant  would  as  soon  come  to  luideistand 
writt«in  languag*^  as  a  hearing  child  docs  speech,  'had  the 
aiother  or  nurse  but  as  nimble  a  han(i  as  commonly  they  have 
a  tongue !' 

" The  principles  inculcated  by  l'r(!ndergast  (in  his  'Mastery 
of  Languages.'  lH(i4,J)  and  by  Marcel  (in  his  'Study  of  Lan- 
guages, or  the  Art  of  Thinking  in  a  Foreign  Language,'  lH(>l),t) 
would,  if  applied  to  deaf-mutes,  point  to  the  same  result  and 
to  the  same  method  of  teaching. 

"The  principles  of  Froebel's  Kindergai'ten  method  of  teach- 
ing are  apphcable  to  (h'af-mutes. 

"  Froebel  believes  that  the  tiatural  hiatinct  of  the  child  to 
pliiy  should  hi  utdized  in  his  education. 

"  His  ideas  would  seem  to  intUcate  that  the  successful  teacher 
must  appeal  to  the  faculties  of  imagination  and  imitation, 
and  encourage  self-activiti/  in  his  pupil. 

"  /  2>roj>ose,  then,  to  blend  the  principles  of  Dalgarno  aiid 
Froebel — to  faindiarizc  the  child  with  written  language  by 
means  of  playP 

\\\  pirrsnauce  of  this  plan  the  school-room  was  converted 
into  a  play-room,  and  language  lessono  were  given  through  the 
instrumentality  of  toys  and  games. 

I  was  fortunate  in  securing  the  co-operation  of  a  vei-y  excellent 

•  Experience  uud  rcflectiou  biivti  led  iiie  to  nKxlify  this  principle. 
t  Repriutod  in  the  Annak,  vol.  ix,  pj).  15-C4. 
J  Bevjewed  in  the  Annalt,  vol.  xiv,  pp.  103-204. 


J 


^ 


tom^her  —  MIbk  Abbio  Locke,  now  MrH.  Stone,  of  St.  Louis  — 
with  whose  assiHtance  George's  education  was  carried  on. 

Every  toy  was  labelled  with  its  proper  name.  The  difterent 
parts  of  the  room,  the  articles  of  furniture,  and  the  viuious  ob- 
jects in  the  room  were  jUso  all  labelled,  so  foi'  as  possible.  Each 
window  had  p"sted  upon  it  a  piece  of  paper  on  which  was  writ- 
ten the  word  "  window  ;"  so  with  the  doors,  mantel-piece,  table, 
black-board,  etc.,  etc. 

The  words  were  written  in  ordinary  script  characters,  with 
the  letters  slightly  separated.  Against  one  wall  was  a  card- 
ra(rk  arranged  to  display  from  one  to  two  hundied  little  cai'ds, 
each  about  one  inch  squnre. 

Upon  these  curds  were  written  from  time  to  time  the  names 
of  his  toys,  and  of  ill  the  different  objects  for  which  he  had 
invented  sign-nam  s.  Moet  of  his  i:)laythuig8  were  kept  locked 
up,  and  were  only  produced  one  or  two  at  a  time,  so  as  to  afford 
constant  variety. 

Word  Exercises. 

1.  Our  exercises  would  commence  somewhat  as  follows : 
George  would  make  his  appearance  in  the  morning  anxious  for 
play — making  vigorous  signs  for  some  of  his  most  valued  toys. 
For  mstance,  he  would  fold  his  arms  and  beat  his  shoulders 
rapidly  with  his  hands.  This  was  his  sign  for  "  doll."  The 
doll  was  accordingly  pioduced,  and  his  attention  was  dii'ected 
to  the  word  "  doll  "  pasted  upon  the  forehead.  We  compared 
this  word  with  the  words  wiitten  upon  the  cards,  to  see  who 
would  first  find  that  card  with  the  word  "  doll "  upon  it.  Of 
course  in  the  beginning — much  to  his  chagrin — I  would  gene- 
rally be  the  successful  searcher.  Having  found  the  proper  CRrd, 
we  would  play  with  it  a  sort  of  game  of  hide-aud-seek,  w"  ich 
interested  him  exceedingly.  He  would  turn  away  or  shut  his 
eyes  while  I  replaced  the  card  in  the  rack  in  some  place  to  him 
unknown.     The  game  consisted  in  finding  it  again. 

Doll  in  hand,  he  would  search  for  the  card,  comparing  each 
written  word  with  the  word  on  the  doll's  forehead.  He  would 
shake  his  head  gravely  at  each  wrong  word,  and  nod  vigorously 
when  he  thought  he  had  found  the  correct  one. 

When  he  made  a  mistake  I  pointed  out  the  proper  card  and 
made  fun  of  him.  He  was  very  sensitive  to  ridicule,  and  was 
generally  ambitious  to  try  again  and  agam  unt'2  he  succeeded 


mi 


-assHTiacr-wscE? 


"^..sHivii^rffe^^Vim&e; 


of  St.  Loiiiu  — 
canieti  ou. 

The  different 
Id  the  -.tu'ioiis  ob- 
is jjosHible.  Each 
whicJi  was  writ- 
lai)tel-piecc,  table, 

|t  characters,  with 

wall  waH  a  card- 

^dred  little  cards, 

time  the  names 

'or  which  he  had 

were  kept  locked 

ae,  so  as  to  afford 


what  as  follows : 
u'uing  anxious  for 
most  valued  toys, 
eat  his  shoulders 
for  "  doll."  The 
ion  was  dii'ected 
id.  We  compared 
cards,  to  see  who 
loll"  upon  it.  Of 
n — I  would  gene- 
d  the  proper  card, 
le-aud-seek,  wMch 
away  or  shut  his 
some  place  to  him 
igain. 

[,  comparing  each 
jhead.  He  would 
lid  nod  vigorously 
le. 

proper  card  and 
ridicule,  and  was 
it'2  he  succeeded 


without  my  assistance.  He  was  also  much  interested  in  my 
(pretended)  unsuccessful  efforts  to  find  a  c«rd  placed  by  him  in 
the  rack  while  my  back  was  turned. 

Greorge  seamed  to  enjoy  this  game  exceedingly,  but  we  rarely 
continued  it  for  more  than  a  few  minutes  at  a  time,  and  even 
then  we  constantly  vai-ied  the  names  sought  for,  so  as  to  avoid 
monotony. 

In  the  beginning  the  cards  were  all  blank,  and  the  first  day  I 
fiUed  in  about  half  a  dozen  names,  but  required  him  to  find 
only  one  card.  Next  day  we  sought  not  only  for  that  card,  but 
for  one  or  two  of  the  others.  After  the  lapse  of  a  few  days  he 
beijame  pretty  famiUar  with  all  the  names,  and  then  each  day 
two  or  three  new  names  were  added,  until  he  had  quite  an 
extensive  collection  of  words  at  command. 

2.  When  he  became  familiar  with  ti  fe^v  names  I  would  get 
him  to  seek  lor  the  proper  card  without  first  consulting  the 
label  upon  the  toy  He  would  pick  out  some  card  and  then 
compare  it  with  the  word  pasted  upon  the  toy.  Great  was  his 
moi-tification  when  the  two  did  not  con-espond,  and  great  also 
was  his  triumph  when  they  did. 

I  made  a  mental  note  of  the  names  he  learned  by  heart  in 
thip  way,  and  then  pretended  not  to  understand  his  signs  for 
the  corresponding  objects. 

Fcj  instance,  I  remember  that  one  moniing  he  came  do^vn 
stairs  in  high  spirits,  very  anxious  to  play  with  his  doll.  He 
frantically  beat  his  shoulder'*  with  his  hands,  but  I  could  not 
understand  what  he  meant.  I  produced  a  toy-horse  ;  but  that 
was  iiot  what  he  wsuited.  A  table  ;  still  he  was  disappointed. 
He  seemed  quite  perplexed  to  know  what  to  do,  and  evidently 
considered  me  very  stupid.  At  last,  in  desperation,  he  went 
to  the  card-rack,  and,  after  a  moment's  consideration,  pulled  out 
the  word  "doll"  and  presented  it  to  me.  It  is  needless  to  say 
that  the  coveted  toy  was  at  ouce  placed  in  his  possession.  I 
always  pretended  to  have  great  difficulty  in  understanding  his 
signs  when  we  were  anywhere  near  the  card-rack,  so  he  soon 
became  accustomed  to  pick  out  the  words  for  any  objects  he 
desired. 

3.  The  same  plan  was  pursued  at  meals.  A  little  card-rack 
was  prepared  for  the  dinnev-table,  so  that  he  might  have  written 
words  at  hand  for  everything  he  lequii-ed  to  eat  or  drink. 

4.  Another  word  exercise,  pursued  for  a  few  minutes  each  day, 


.-_.J| 


iga;Mi"',»?'a;ig;,»t'i:'.JKits.''';'\Mtiiia:j'pvriiaii;w 


"•.I       I  It'    ' 


6 

consisted  iu  the  recognition  of  such  words  as  "  stand,"  "  sit," 
"walk."  "run;"  "jump,"  etc.,  which  were  written  upon  the 
bhickboard  and  illustrated  by  standing,  sitting,  walking,  run- 
ing.  and  jumping. 

Se^itence  IHxercises. 
The  greater  portion  of  our  time  was  taken  up— even  frc.a  the 
first  day— with  the  recognition  of  complete  sentences,  instead  of 
single  words. 

The  exercises  appeared  under  two  forms:  (1)  impromptu 
written  conversation,  and  (2)  regular  sentence  exercises. 

1.  The  impromptu  conversation  was  going  on  all  the  time. 
I  constantly  asked  myself  the  question,  "If  George  could  hear, 
what  would  I  say  to  him  now  ?"  and  whatever  came  into  my  head 
I  wrote.  I  kept  on  writing  to  him  all  the  time  until  the  black- 
board was  covered  with  .vritmg  and  my  arm  ached. 

I  emphasized  words  to  his  eye,  and  group-d  them  together 
on  the  board  as  I  would  have  giouped  them  in  utterance,  leav- 
.  ing  gaps  here  and  there  where  one  would  naturally  pause  in 
speaking.  In  a  word,  /  tried  to  exhibit  to  his  eye  all  the  rela- 
tions that  mould  haoe  met  hia  ear,  could  he  have  heard  my 
speech. 

I  believed  thoroughly  in  the  principle  announced  by  Dalgamo 
that  it  is  the  frequency  with  which  words  are  presented  to  the 
mind  thai  ir.ipresses  them  upon  the  memory,  and  hence  aimed 
at  much  lorititig  as  the  accompaniment  of  everything  we  did. 

I  followed  up  my  blackboai-d  conversation  by  a  liberal  use  of 
pantomime,  beaiuig  always  in  mind  the  general  piinciple  that  I 
had  formulated  for  myself,  viz.,  that  the  use  of  pantomime  ia  to 
illustrate  latiyuaye,  not  to  tak<i  its  jtlace.  Ii?  carrjdng  out  this 
principle,  therefore,  I  always  wrote  first  and  acted  afterwards — 
avoiding  the  converse. 

As  an  example  of  these  impromptu  exercises,  I  will  give  an 
imaginary  conversation  just  as  I  might  have  written  it  upon  the 
board  : 


*^ 


•r>-r.f  ■.".«■-«  rt'iife'iSlsr.jiP' 


m 


a,"  "sit," 

upon   the 
Iki'jg,  run- 


11  frc.a  the 
instead  of 

mpromptu 
ses. 

the  tune. 
!oukl  heal', 
,o  my  head 

the  black- 

n  together 
i-ance,  leav- 
,'  pause  in 
U  the  rela- 
heard  my 

y  Dalgamo 
'jited  to  the 
ence  aimed 
y  we  did. 
aerai  use  of 
ciple  that  I 
ymhne  is  to 
ng  out  this 
■toiwards — 

ill  give  an 
it  upon  the 


I 


9 

\i 

4 


I  'I 
1-2 


^4^t^ 


'T^^S^^^" 


Mj»,'l,.»m»Ji.JiJS.*i"A^-^-"-'-^""    '    "" 


J^ 


8 

2.  Regular  sentence  exercises.  These  exercises  formed  a 
regulai-  viaily  game,  which  could  be  vaiied  ad  libitum.  A  num- 
ber of  diiections  were  written  upon  the  blackboai-d  which  were 
to  be  acted  out.  Tad  game  consisted  in  distinguishing  one 
direction  from  another.  i^  • 

For  example,  the  following  sentences  might  have  been  written : 

We  would  then  act  out  the  seuteuccs,  one  by  one,  and  after- 
wards I  would  take  a  pointer  and  indicate  one  of  the  sentences 
at  random  for  him  to  act  out  without  assistance.  Of  course  he 
would  make  frequent  mistakes.  For  instance,  when  I  pomted  to 
the  sentence,  "  Run  round  the  table,"  he  might  proceed  to  give 
the  doll  an  imaginaiy  drink  of  water !  Under  such  circumstances 
I  would  laugh  at  him,  and  write  somewhat  as  follows:  "No; 
that's  not  right ;  you  are  givii.g  the  doll  a  diink  of  water  !  !"  I 
would  then  point  to  ihe  sentence,  "  Give  the  doll  a  drink  of 
water,"  and  write  "  That's  what  you  did,"  and  make  fun  of  him. 

This  exercise  would  be  varied  by  George  playing  the  master 
while  I  became  his  pupil. 

I  would  test  liis  knowledge  by  occasionally  acting  out  the 
wrong  sentence,  and  it  gave  him  great  delight  to  correct  me. 

In  this  way  he  learned  very  readily  to  distinguish  about  half 
a  dozen  different  sentences,  partly  from  their  position  on  the 
board,  partly  by  then-  differences  in  length,  and  partly  by  the 
recognition  of  individual  words. 

At  first,  however,  the  sentences  were  not  recognized  inde- 
pendently of  theii*  position  on  the  board,  and,  as  a  general  rule, 
by  next  day  he  had  forgotten  their  meaning,  excepting  when 
they  had  been  left  on  the  board  over  night,  so  that  they  occupied 
the  same  relative  positions  as  before. 


9 


s  formed  a 

m.     A  num- 

which  were 

uiahing  one 

leen  written : 


le,  and  after- 
;he  sentences 
Of  course  he 
1 1  pointed  to 
ooeed  to  give 
ircumstances 
Hows:  "No; 
water ! !"  I 
ill  a  drink  of 
;e  fun  of  him. 
g  the  master 

ting  out  the 
jorrect  me. 
jh  about  half 
dtion  on  the 
partly  by  the 

>gnized  inde- 

geueral  rule, 

cepting  when 

they  occupied 


,    ...     :        .  ■;■■  :  Writing. 

He  was  extremely  fond  of   these  sentence  exercises;    but 
when  he  played  the  master,  he  was  not  contented  with  mere  y 
pointing  at  sentences  that  I  had  written-he  wished  to  write 
them  himself !     This  desire  was  forced  upon  my  attention  one 
day  in  the  following  manner:  He  took  the  chalk  and  scnbbled 
all  over  the  board,  and  the^i  made  signs  for  me  to  act  ttmt  o««/ 
After  consideration  of  the  subject,  I  came  to  the  conclusion  that 
this  was  a  clear  indication  that  the  tims  had  come  to  teach  him 
to  write.     The  great  difficulty  in  the  way  of  doing    his  lay  in 
the  fact  that  at  this  time  he  did  not  know  a  smgle  letter  of  the 
alphabet-he  recognized  words  and  sentences  only  as  wholes 

I  determined  to  make  the  experiment  of  teaching  him  to  write 
sentences  as  wholes,  and  the  result  was  as  surprismg  as  it  was 

^'f  commenced  by  writing  on  the  board  some  direction  he 
wished  me  to  act  out.  After  partially  erasing  this,  so  as  to 
leave  the  writing  faintly  visible,  I  placed  the  chalk  m  his  hand 
and  allowed  him  to  tra«e  over  what  I  had  written 

It  is  true  that  his  first  attempts  resulted  m  rather  ludicrous 
caricatm-es  of  the  originals  ;  but  h^  never  forgot  the  meamng  oj 
a  sentence  he  had  traced  over  in  this  way  afewt^mes. 

The  attempt  to  imitate  my  writing  forced  him  to  observe 
ruinuti^  that  had  hitherto  escaped  his  attention,  so  that  sen- 
tences  began  to  be  recognized  quite  independently  o  their  posi- 
tion on  the  board,  and  were  remembered  from  day  to  day. 

His  imitation  of  my  writing  improved  with  practice,  and  soon 
became  quite  legible.  I  observed  also  that  his  comprehension 
of  my  impromptu  writing  seemed  to  improve  at  the  same  time, 
and  he  evidently  experienced  a  desire  to  use  words  m  his  com- 
manic^tion  with  others.  He  had  not  P^og^^/^  «""'[ j^ 
be  able  to  write  without  tracing,  but  he  would  often  come  into 
the  school-room  out  of  school  hours  for  the  pm^ose  o  takmg 
cards  from  the  caa-d-rack  to  give  to  servants  or  friends  to  make 
them  understand  what  he  wished. 

Spelling. 
The  moment  he  evinced  the  independent  deske  to  communi- 
cate with  others  by  written  words,  I  felt  that  the  time  had  come 
to  give  him  a  means  of  .forming  written  words  for  himself  by 
teacliing  him  his  letters  and  a  manual  alphabet. 

For  tL  purpose  I  adopted  the  plan,  recommended  by  George 
DalgliL,  of  .Siting  the  alphabet  upon  a  glove.     The  arrange- 


•    :-! 


J* 


-tWBS** 


c 


BE. 


tv 


This  glove  I  preHeuted  to  him  one  morniug  as  a  new  play- 
thing He  put  it  on  his  left  hand,  and  then  went  to  the  card- 
rack,  a.  usual,  and  presented  me  with  the  word  for  some  object 
he  desiied;  we  shall  suppose  the  word  "doll."  I  then  c.-vered 
up  Uie  word  with  the  exception  of  the  first  letter,  "d,  and 
directed  his  attention  to  the  glove.  After  a  little  searching  he 
discovered  the  corresponding  letter  upon  the  glove.  I  then 
showed  him  the  letter  "o'  on  the  card,  and  he  soon  foufcxi  it 
on  the  glove ;  and  so  with  the  other  letters. 

After  a  little  practice  of  this  kind  he  became  so  familiar  with 
the  places  of  the  letters  that  he  no  longer  required  to  search, 
but  pointed  at  once  to  the  proper  letter  upon  the  glove.  Every 
time  he  required  r.  card  from  the  caid-rack  I  made  him  spell 
the  word  upon  his  fingers. 

Occasionally  I  would  test  his  memory  by  requirmg  him  to 
spell  the  word  while  I  held  the  card  behind  my  back.  Wlien  I 
became  convinced  that  he  knew  the  word  by  heai-t  I  tore  up 

the  card. 

In  this  way,  one  by  one,  all  the  cards  disappeared  from  the 
lack.  For  a  long  time  lie  was  very  proud  of  his  glove,  and  was 
delighted  to  find  that  he  could  communicate  with  his  parents 
and  friends,  and  they  with  him,  by  simply  pointing  at  the  letters 

on  las  hand. 

In  communicating  with  me  it  was  unnecessary  for  him  to 
wear  the  glove,  as  we  both  remembered  the  places  of  the  letters. 
I  kept  up  the  practice  of  writing  to  him,  as  before,  but  required 
him  to  spell  the  words  upon  his  hand  wliUe  I  wrote  them  on 
the  board.   He  soon  became  so  expert  that  he  could  spell  faster 
than  I  could  write,  and  often  finished  his  sentence  by  guessing 
wliat  I  was  going  to  add  before  I  had  written  more  than  two- 
thirds.     When  this  stage  had  been  reached  I  often  used  the 
manual  alphabet  with  him,  instead  of  writing.     I  took  liis  hand 
in  mine  and  touched  the  places  of  the  letters  upon  his  hand.  He 
did  not  require  to  look;  he  could  feel  where  he  was  couched. 
He  recognized  the  words  in  this  way,  however  rapidly  I  spelled 
them  upon  his  hand.    As  I  had  five  fingers,  I  could  touch  five 
letters   simultaneously,  if  I  so  desired,  and  a  little  practice 
enabled  me  to  play  upon  his  hand  as  one  would  play  upon  tlie 
keys  of  a  piano,  and  quite  as  rapidly. 

I  could  also  give  emphasis  by  pressure  upon  the  fingers,  and 
group  the  words  together  as  they  would  be  grouped  in  utter- 


■MM 


18 

ance,  leaving  pauses,  here  ana   there,  corresponding  to  the 
pauses  made  in  actual  speech. 

The  more  I  used  with  hwu  this  means  of  communication  the 
more  I  rejoiced  in  the  fact  that  I  had  decided  to  employ  an 
alphabet  addressed  to  the  sense  of  touch,  instead  of  sight.  It 
left  his  eye  free  to  observe  the  expression  of  my  face  ai  d  the 
actions  and  objects  which  formed  the  subject  of  our  conversa- 
tion. 

The  general  principle  upon  which  I  was  working  was  to 
speak  to  him  by  written  words,  as  I  would  have  spoken  to  a 
hearing  child  by  speech,  and  I  believed  (with  George  Dalgomo) 
that  he  would  in  time  come  to  understand  written  language  by 
the  same  process  that  children  learn  to  understand  their  mother 
tongue. 

It  seemed  to  me  that  hearing  children,  in  acquiring  their 
veiijacular,  derived  great  assistance  from  the  free  uoe  of  the 
eye  as  an  interi)reter  of  words  addressed  to  the  eai',  and  that 
therefore  my  pupil  would  derive  Himilai-  ..^riistauce  from  his  eye, 
as  the  interpreter  of  words  addressed  to  the  sense  of  touch. 

In  addition,  therefore,  to  the  "  regulai  sentence  exercises  " 
and  "  impromptu  written  conversation,"  I  would  cal)^  to  hnn  a 
great  deal  upon  his  hand. 

W*)  would  go  to  the  window  and  chat  by  the  half  hour  at  a 
time  about  what  was  going  on  in  the  street.  At  night  also  I 
would  frequently  visit  him  in  his  bed-room  for  the  purpose  of 
satisfying  myself  that  I  could  communicate  with  him  as  readily 
in  the  dark  as  by  day. 

His  progress  now  became  very  rapid,  and  he  commenced  to 
talk  to  me  by  words,  instead  of  signs.  I  placed  no  other  pres- 
sure upon  him  than  my  pretended  difficulty  in  understanding 
his  gestures,  and  allowed  liim  to  express  himself  in  any  way  he 
chose. 

From  the  moment  we  commenced  to  employ  the  manual  alpha- 
bet I  myself  abstained  from  the  use  of  any  other  gestures  than 
those  I  would  have  employed  in  talking  to  a  hearing  child  under 
the  same  circumstances.  My  pretended  difficulty  in  under- 
standing his  signs  increased  from  day  to  day,  so  as  to  force  him 
more  and  more  to  attempt  to  express  his  thoughts  by  English 
words.  I  would  assist  him  in  this  by  translating  his  signs  for 
him  from  time  to  time  and  making  him  repeat  the  sentence 
independently  upon  his  fingers. 


•mmmmmmf 


i; 


ing  to   the 

nication  the 
»  employ  an 
f  Hight.  It 
ace  avd  the 
ir  convcrsa- 

:ing  was  to 
ipokon  to  ft 
e  Dalganio) 
anguuge  by 
their  mother 

uiriug  theu* 
uoe  of  the 
U-,  and  that 
rom  his  eye, 
of  touch. 
3  exercises  " 
ilk  to  hiiH  a 

If  hour  at  a 

light  also  I 

purpose  of 

m  as  readily 

mmenced  to 
J  other  pres- 
iderstanding 
I  any  way  he 

lanuol  alpha- 
features  than 
J  child  under 
y  in  under- 
to  force  him 
3  by  English 
liis  signs  for 
the  sentence 


13 

In  all  our  convorKatiouH  I  was  .-areful  to  employ  natural  and 
complete  sentences,  but  his  first  attempts  at  bidepondent  ex- 
pression (like  the  first  independent  utterances  of  a  hearmg 
child)  consisted  of  isolated  words.  ,,    „    ,t 

The  use  of  the  glove  alphabet  was  so  little  noticeable  that  I 
,,„uld  talk  to  him  very  freely  in  a  crowd  without  attractmg 
the  attention  of  others.  I  took  him  to  Barnum's  museum  and 
talked  to  him  all  the  time  the  lions  were  being  fed  and  I  am 
sure  that  no  one  among  the  spectators  had  the  slightest  suspi- 
cion that  the  boy  was  deaf. 

Prom  the  moment  he  learned  the  alphabet  I  gave  hnn  regular 
writhi-  lessons,  so  that  he  should  form  his  letters  properly  aud 
write  with  ease.  I  then  made  him  keep  writing  materials  ibout 
him,  and  encouraged  him  to  use  them  constantly  in  commum- 

cathig  with  friends.  -,  ^i     a 

Before  six  months  had  elapsed  I  frequently  found  the  floor 
littered  with  scraps  of  paper  that  he  had  used  in  this  way,  and 
I  am  sorrv  that  it  did  not  occur  to  me  at  the  time  ^  preseiwe 
them  for  future  reference.  It  was  not  until  late  m  1873  that  I 
made  the  attempt  to  collect  i  few  scraps  of  this  descnption 
and  those  that  are  preserved  in  my  note-book  possess  great 

interest.  .  .  <•  u;„ 

I  shall  conclude  this  paper  by  the  following  specimens  of  his 
composition,  which  will  show  that  at  little  more  than  six  ye.u-8 
of  age  this  congenitally  deaf  boy  had  acquired  a  vernacular 
knowledge  of  the  English  language  sufficieut  to  enable  him  to 
communicate  by  writing  with  hearing  persons. 
Specimena  of  Composition. 

1.  July  Ist,  1873.     Scrap  found  upon  the  floor  in  his  father's 
house  in  Haverhill : 

Guraon  is  Hick  to  Haverhill  iu  the  other  Boom  in  the  sofa. 

2.  August  U«A,  1873.     Letter  to  his  mother,  written  from 
Brantford,  Canada :      <  •      . 

""ZfZxX  cat  loves  the  largo  cat.  Mary  will  go  to  Haverhill.  GraucU 
ma  S-  will  go  to  Haverhill.  I  will  go  home  m  the  tram  ami  let  I 
Tulep"  the  cars.  Mama  and  Nat  and  I  will  drive  m  HavorhiL  T^e 
,uany  flags  is  in  Haverhill.  I  will  go  upstairs  m  Haverhill  to  flags 
Riids  and  John  and  nurse  and  I  and  Mr.  Bell  will  go  home.  After 
bre^^t  I  will  go  to  see  Freddy,  is  sleep.  I  will  Eat  fast.  I  love  Gur- 
don  Rii<l  auntie. 


yftWi'iii^-uitJuait**^''"'^'*''^^****" 


)  * 


I  1 


li  : 


;i.    iVinu-m/nr  '.\i/,  [HT.i      Snap  I'oiiiiil  iipnii  llm  Hour: 
AnUlHiHu  luiiu!  ?    tli.'iv  to  H.f  till-   l.lt<r.H;'     if  ,v<.u  pl.uMr  ?     Y.h  l>.ur 

Mr.  H.1I. 

4.   Xoi'iiii/xr  -I///.  1H7H.  Two  HciiipH  cuiitiiiuiitg  '^  toiivorwi- 

tioii  botwooii  Uoorgo  uiul  iu.VH«»lf  : 

Firil.  m-rap. 
Mr.  Hill.   I  think   v""  mv  tind  iiiiil  hut  imw,  mo  wti  will  I  !•  */"'*''  it'"' 
imt  now.     Wlmt  iloi's  "  i-fHt"  niiun  't 
Oei'i-gt'.  "UoHt"  uieiinH  Kfop. 

Afr.  /Ml.  YoH,  ilfiir.     It  nicimH  ••«to|>"  or  "Htill." 
(iiorgc.  Or  "  wuit." 
Mr.  IMl.  Yi'H. 
(ii'orgi:  IMciiho  uiiiy  I    I'ut   ii  your   liandkorrliinf  iiml   l.c   likf  an  ol.l 

woniiin. 

Note  in  ini/  record-hook:  " Mtvv  i)liiviii{,'  for  a  whilo  Ihi  i«!- 
iiieiiibcic.l  tliat  his  {rraii(liiiiumim  liiul  uiiule  fun  of  liim  for  jn-e- 
teiiiling  to  be  a  woman,  ho  ho  wrote  :" 

Sfeond  neriip. 

I  ikMi  not  put  on  Hiy  U)wel  on  my  lioiul  iiml  lie  like  im  old  woinun  and 
(trandnia  wiid  not  now  (Jraudniu  will  l)f  no  very  w/v//  now. 

5.  iVouemher  2iid,  1HT^.  Letter  written  by  George  to  Iuh 
uiaunna  in  Haverhill.  No  person  Haw  this  lette.-  until  it  waH 
ftnished.  Everything  in  it,  even  to  the  emphasizing  of  certain 
wordH,  is  hiH  own.  The  omission  of  capital  letters  can  bo  tracetl 
to  the  too  frequent  use  of  the  manual  alphabet  in  pliu-e  of 

writing : 

"this  in  miid/ty  to-day  A  to-morrow  will  be  Monday,  the  people  nr^ 
jjoiug  to  rhurcfi.  Mary  and  Nat  ure  groirn  by  and  bye.*  John  is  not  Hick 
now.  I  lore  dauiel  now.  I  am  going  to  bed  bye  and  bye.  the  kitten  ih 
alive. +  Mr.  Jiell  is  reading  the  hook  but  papa  and  mama  are  nut  coming  to 
be  glad  and  I  matched  the  lamp  on  tire.  I  looked  at  my  little  watch  from 
my  kft.  X  we  will  not  drive  with  Mr.  Bell.  I  will  say  pleiwe  may  I  be  ex- 
cused. §  grandpa  is  tired  to  drive  very  fast  home,  we  art!  walk  very  fast 
and  go  to  franks  horse  and  drive  the  colt  on  Wednesday  to  see  the  eggs 
and  hens  ivnd  kitten  and  hay  and  cracker  are  on  dog  is  not  eat  the  kitten 
fall  to  die  to  the  grave,  and  I  am  well  and  I  think  that  Mr.  Hell  is  sick 
to  be  tired  and  go  to  Boston  to  the  house  to  go  to  bed  to  die  to  lie  down 

♦  Mary  and  Nat  (his  brother  and  sister)  will  grow  up  by  and  by. 
tThe  kitten  had  been  crushed  behind  a  book-case  and  nearly  killed,  ' 
+  •'  Ka"  was  the  children's  name  for  George's  nurse. 
§  He  had  just  been  taught  to  use  this  expression  when  he  wished  to 
leave  the  dinner-table  before  the  others  had  finished. 


WP^RS^WRS'SSSasSS' 


16 


IMC  y     Yi'H  l>('iir 
II  coiivuruu- 

II     1   !•     Ijllltl     illlll 


lie    liki^  ail  olil 

I  \vliil<'  lid  r«!- 
liiiii  foi'  ])rt'- 

dIiI  woiuiiU  iiikI 

eorge  to  Iuh 
until  it  waa 
ing  of  eerttiiii 
can  bo  ti  actxl 
t  in  place  of 

the  poojilti  arc 
John  is  not  Hick 
.  the  kitten  iu 
re  not  coming  to 
ittle  wiiteh  from 
iwo  may  I  be  ex- 
■i;  walk  very  fast 
to  see  the  eggs 
ot  eat  the  kitten 
Mr.  Bell  iH  sick 
die  to  lie  down 

'  and  by. 
Qearly  killed. 

len  he  wished  to 


mv  lioeket  to  put  tl...  pnttv  ...  keyn.-     I   M.^   tl.e   kitten   fant 

.,„1..,.,.  on  M.v  Ktraw.     dan  in  g.-ing  to  the  cow  m.lk  on  Monday. 

yonr  hiving 

from  (leorge 

(5.    Ihvvmhn-  14/A,  1H7:1  Another  original  lott.u-  fro.n  G«org« 

to  liis  niainina'. 

Sau'iii 

8nn<lay  Dee.  II 

"  My  l>ear  Mama 

.."l  think  that  Mr.  Hell  .h  Horry  that  I  wn.t*.  tlmt  to  Kay   My    Uuur 

•  I  am  Horry  that  paim  and  mama  are  not  eomnig  ba.k  now.     I   thi   k 
,„.,  I, an  is  going  to  eln.reh  on  Hun.lay  with  KUen  ami  Maggie  now.     Hy 
,.,.d  l.ve  Kllen  and  Maggie  and  Dan  will  come  after  eln.reh.     Maggie  will 
„t.vv  here  with  the  lumse.     Dan  and  I  went  out  to  the  cow  milked  at  the 
r,d;      It  waH  dark  and  it  in  light,    grundma  in  afraid  but  I  will  not  go  but 
,.„„orrow.     Ellen  in  not  afraid  to  Hee  the  e«w  too.     I  may  not  kick  the 
....w  with  be  sorry  not  glad  to  be  HtiU  on   nnnday  but  bye  and  bye  mary 
.mdnatisgoingtobed.     Bye  and  bye   Dan  will  eut.t     >mt  grand,  nam 
reading  on  H.inday.    I  think  that  grandma  has  g.me  to  ci       h  with  Mr. 
Uoll      Mr.  Hell'B  beard  i«  coming  now.§    i;   like  are  the  calendar.     I  an. 
thedeerHinBoHton.il    The  hi.ow  Ih  Htopping      ITie  rain  in  not  wc!    bnt 
rain  iH  Hick  bnt  the  snow  in  well.     Mr.  Bell  Ih  reading  too.     (.n^ndma  ih 
not  reading  but  after  dinner  it  i«  the  Hun  too.     Haverhill  is  very  f,ir  .iway 
over  hero,     are  papa  Btay  in  Haverhill. 

7.  Mardi  2<}«A,  1874.  Letter  to  Mrs.  H ,  written  without 

any  assistance :  „  ,       „ 

•'  Bftlem,  Matw 

March  2(ith  1874 
My  P«)ar  Grandma  H      - 

I  have  been  to  the  ntable.     1  am  very  Clhvd  that  M.iry  will  come  back 

tomorrow.     1  loves  (Inmdma  H .     I  love  Grandpa  H-    -  too  and  I 

huve  tiniHhed  Bchooi  before^linner.    I  have  newwheel  barrow  and  there 

♦  ThiH  referred  to  Home  incident  with  which  I  was  not  acquainted.  He 
went  through  a  panton.ime  .vbout  it,  Hhowing  that  there  was  Home  definite 
Tien  he  winhed  to  expreHs,  but  no  one  could  underHtand  what  he  meant. 

t  WherGeorge  had  written  -  Halem.  Sund.vy,  Dec.  U."  he  attracted  my 
attenUon,  that  I  might  nee  he  wan  going  to  write  a  Ic'tter.  Ah  he  Beemed 
•a  doubt  to  whom  to  addrens  it,  I  HUggented  that  he  Bhould  begin  D  ar 
Sr  Bell  ■"  but  he  wrote  "  My  Dear  Mamn.a."  Upon  which  I  looked  veiy 
forry,  P  etended  to  cry,  and  wont  out  of  the  room,  much  to  h.H  amuBe- 
ment.  When  he  was  about  half  through  his  letter  I  returned  and  read  a 
book  till  he  had  finished. 

J  "  Will  saw  firewood."  .     , 

§  George  had  Been  me  before  I  had  shaved. 

11  He  had  been  i.retending  to  be  a  deer 


J^MM ' 


U: 


I    i 


1« 

JH  (Iriii.cliiiii'M  |iiK  ill  IIh'  M»,iil>li'.  MiiKK*'^  '•*  "  •♦  K"''"K  '"  fJmn'li  >'"t  muKKii' 
iM  ^^'>um  to  chnn'li  cm  Hiiiiday.  Mr.  Hull  im  writing  U,  ymi,  Imt  I  uni  lamy 
til  writt"  to  yon  too.  [  havn  it  iiuw  doll.  The  iIoIIh  iirti  mttiiiK  in  Mury'd 
cliiiir  hi-ri>.  Nut  Iiim  it  olil  l>ir<i  itntl  tlii'  n«w  iiiitno.*  Mr.  Holl  liitH  it  ni^w 
|iiitno  in  HoHton  itnil  pluy  wit'n  iin'  iiml  Lilly  +  I  itnr  litiiKliiuK  iit  y<»n.  I 
Aiii  not  litiiKlilng  lit  (Jriindim  H  .1  liitvc  In-en  tin-  litdioH  liiHt  iiiKlit  itnd 
many  dityn-J  I  lovi-  MitgKif.  I  lovo  MitKgin  dear  jMit  I  niimt  not  go 
nrar  llio  liorM*'  lifcitiiMi'  tli«  liortM-  ih  large  ami  I  nuiy  go  near  the  eow. 
Hlept  in  the  train  from  Ciiiitila.  hut  now  I  am  in  Hah^n.  I  will  go  to 
Haverhill  iu  u  few  dttju.     Iwt  im  njmlitirM  txiwiug.     Hhn   in  not  fliUHhed 

Hewing.  >  '  • 

•  Your  loving 

;  :.  (im.rgc  T.  8 -." 


*  A  toy  Viird  and  u  toy  piauo. 

+  Mr.  Hell  had  a  new  piano  in  IVwton  a  long  time  ago  and  played  for  me 

A  Lilly. 
X  "  There  were  a  nuu    or  of  litdleH  here  a  few  days  ago." 


K  f      I 


^•ii 


Iiiiri'li  liiit  iiihkk''' 
Ml,  but  I  uiii  Itimy 
mttiiiK  ill  Mury'K 
r.  iinll  hiiH  II  nuw 
iK>iiiiK  lit  ymi.  I 
ilitiH  liwt  iiiHlit  itiiil 
I  iiiimt  not  |{ii 
I  nonr  tlu>  cow. 
i>ni.  I  will  go  to 
10  Ih  uut  lluiidiod 


{e  T.  H      — ." 
find  j>liiy<Hl  for  mo 


KM 


^V 


*-. 


■■*'•■■■'...'• 


Tmt  AMBHaoiN  AyNAi-S  OF  THE  DsAP  iwa  Dumb  is  n  quarterly  publicft- 
tion  appeiiring  in  the  moutlia  of  January,  April,  July,  and  October.  Each 
number  oontains  at  least  sixty-^our  pa|^B  of  matter,  principally  origiiial. 
The  sn^meription  price  is  $iM  a  fenr,  payable  in  advance.  For  foreign 
Bubsoribers  the  price,  postage  included,  is  i)  shillings  or  markea,  (li, francos 
or  lire,)  which  may  be  sent  through  the  postal  money-order  oflBice.  Sub- 
toriptions  and  all  other  commUnioation^  Telat^n^^  to  the  .4»rta<«  should  b^  ; 
addressed  to  the  Editor,  ^'V:: '-  '' ^^"t'  '"'^  i',"*! v^i*3?-''\v ..f'-' ''■':■■  * 

;,i,,^.  •&  A-rAt,"'     .^     ■'        ■' 

,',,/-  Ncbimua  Ikttf-MH^eCoUege, 


,,    .':l-':yy^ 


■■;«>*«.■  ^ 


■^• 


W^amsoTOH,  D;  0. 


kerly  publica- 
jtober.  Each 
)nUy  original. 
Jor  foreign 
ea,  (li.fran,C8 

r  0<ftCB.     &«''- 
rt«M  should  ^ 


ege, 

ulall  Qrem, 

wnoitoH,  D.  0 


;■    !' 


liiiiinif  liriii 


WiM 


